Form
Key question: What is it like?
Definition: The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
Rationale: This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all
disciplines.
Examples of related concepts:
Properties, structure, similarities, differences, pattern.
Function
Key question: How does it work?
Definition: The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
Rationale: This concept was selected because the ability to analyse function, role, behaviour and the ways in which things work is fundamental to learning
within and across all disciplines.
Examples of related concepts:
Behaviour, communication, pattern, role, systems.
Causation
Key question: Why is it like it is?
Definition: The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Rationale: This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognize that actions and events have
reasons and consequences. The analysis of causal relationships is significant within and across all disciplines.
Examples of related concepts:
Consequences, sequences, pattern, impact.
Change
Key question How is it changing?
Definition The understanding that change is the process of movement from one state
to another. It is universal and inevitable.
Rationale This concept was selected, not only because it is such a universal feature
of all existence, but also because it has particular relevance to students
developing international-mindedness who are growing up in a world in
which the pace of change, both local and global, is accelerating.
Examples of related concepts:
Adaptation, growth, cycles, sequences, transformation.
Connection
Key question How is it connected to other things?
Definition The understanding that we live in a world of interacting systems in which
the actions of any individual element affect others.
Rationale This concept was selected because of the importance of appreciating that
nothing exists in a vacuum but, rather, as an element in a system; that
the relationships within and among systems are often complex, and that
changes in one aspect of a system will have consequences, even though
these may not be immediately apparent; that we must consider the impact
of our actions on others, whether at the immediate, personal level or at the
level of far-reaching decisions affecting environments and communities.
Examples of related
concepts
Systems, relationships, networks, homeostasis, interdependence
Perspective
Key question What are the points of view?
Definition The understanding that knowledge is moderated by perspectives; different
perspectives lead to different interpretations, understandings and findings;
perspectives may be individual, group, cultural or disciplinary.
Rationale This concept was selected because of the compelling need to develop in
students the disposition towards rejecting simplistic, biased interpretations,
towards seeking and considering the points of view of others, and towards
developing defensible interpretations.
Examples of related
concepts
Subjectivity, truth, beliefs, opinion, prejudice.
Responsibility
Key question What is our responsibility?
Definition The understanding that people make choices based on their understandings,
and the actions they take as a result do make a difference.
Rationale This concept was selected because of the need to develop in students the
disposition towards identifying and assuming responsibility, and towards
taking socially responsible action. This concept is directly linked to the
action component, one of the essential elements in the PYP curriculum.
Examples of related
concepts
Rights, citizenship, values, justice, initiative.
Reflection
Key question How do we know?
Definition The understanding that there are different ways of knowing, and that it
is important to reflect on our conclusions, to consider our methods of
reasoning, and the quality and the reliability of the evidence we have
considered.
Rationale This concept was selected for a series of interrelated reasons. It challenges
the students to examine their evidence, methods and conclusions. In doing
so, it extends their thinking into the higher order of metacognition, begins
to acquaint them with what it means to know in different disciplines, and
encourages them to be rigorous in examining evidence for potential bias or
other inaccuracy.
Examples of related
concepts
Review, interpretation, evidence, responsibility, behaviour.
Key question: What is it like?
Definition: The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
Rationale: This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all
disciplines.
Examples of related concepts:
Properties, structure, similarities, differences, pattern.
Function
Key question: How does it work?
Definition: The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
Rationale: This concept was selected because the ability to analyse function, role, behaviour and the ways in which things work is fundamental to learning
within and across all disciplines.
Examples of related concepts:
Behaviour, communication, pattern, role, systems.
Causation
Key question: Why is it like it is?
Definition: The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Rationale: This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognize that actions and events have
reasons and consequences. The analysis of causal relationships is significant within and across all disciplines.
Examples of related concepts:
Consequences, sequences, pattern, impact.
Change
Key question How is it changing?
Definition The understanding that change is the process of movement from one state
to another. It is universal and inevitable.
Rationale This concept was selected, not only because it is such a universal feature
of all existence, but also because it has particular relevance to students
developing international-mindedness who are growing up in a world in
which the pace of change, both local and global, is accelerating.
Examples of related concepts:
Adaptation, growth, cycles, sequences, transformation.
Connection
Key question How is it connected to other things?
Definition The understanding that we live in a world of interacting systems in which
the actions of any individual element affect others.
Rationale This concept was selected because of the importance of appreciating that
nothing exists in a vacuum but, rather, as an element in a system; that
the relationships within and among systems are often complex, and that
changes in one aspect of a system will have consequences, even though
these may not be immediately apparent; that we must consider the impact
of our actions on others, whether at the immediate, personal level or at the
level of far-reaching decisions affecting environments and communities.
Examples of related
concepts
Systems, relationships, networks, homeostasis, interdependence
Perspective
Key question What are the points of view?
Definition The understanding that knowledge is moderated by perspectives; different
perspectives lead to different interpretations, understandings and findings;
perspectives may be individual, group, cultural or disciplinary.
Rationale This concept was selected because of the compelling need to develop in
students the disposition towards rejecting simplistic, biased interpretations,
towards seeking and considering the points of view of others, and towards
developing defensible interpretations.
Examples of related
concepts
Subjectivity, truth, beliefs, opinion, prejudice.
Responsibility
Key question What is our responsibility?
Definition The understanding that people make choices based on their understandings,
and the actions they take as a result do make a difference.
Rationale This concept was selected because of the need to develop in students the
disposition towards identifying and assuming responsibility, and towards
taking socially responsible action. This concept is directly linked to the
action component, one of the essential elements in the PYP curriculum.
Examples of related
concepts
Rights, citizenship, values, justice, initiative.
Reflection
Key question How do we know?
Definition The understanding that there are different ways of knowing, and that it
is important to reflect on our conclusions, to consider our methods of
reasoning, and the quality and the reliability of the evidence we have
considered.
Rationale This concept was selected for a series of interrelated reasons. It challenges
the students to examine their evidence, methods and conclusions. In doing
so, it extends their thinking into the higher order of metacognition, begins
to acquaint them with what it means to know in different disciplines, and
encourages them to be rigorous in examining evidence for potential bias or
other inaccuracy.
Examples of related
concepts
Review, interpretation, evidence, responsibility, behaviour.